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Course Content English 16

This course syllabus outlines an English education course focused on teaching and assessing literature. The course will explore strategies for teaching literature at various levels to develop students' higher-order thinking skills. Students will learn to design lesson plans and assessments that address learners' needs and backgrounds. By the end of the term students are expected to adapt learning materials for diverse students, craft literature lesson plans, and demonstrate teaching strategies through a lesson. The course will cover an overview of literature genres and teaching approaches through lectures, assignments, projects and assessments.

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Nicole S. Jordan
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1K views3 pages

Course Content English 16

This course syllabus outlines an English education course focused on teaching and assessing literature. The course will explore strategies for teaching literature at various levels to develop students' higher-order thinking skills. Students will learn to design lesson plans and assessments that address learners' needs and backgrounds. By the end of the term students are expected to adapt learning materials for diverse students, craft literature lesson plans, and demonstrate teaching strategies through a lesson. The course will cover an overview of literature genres and teaching approaches through lectures, assignments, projects and assessments.

Uploaded by

Nicole S. Jordan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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University of Antique

Sibalom, Antique

College of Teacher Education

Course Syllabus in English 16


Teaching and Assessment of Literature Studies

Course description:
This course allows pre-service English teachers to explore the nature of literature and the theoretical bases,
principles, and methods and strategies in teaching and assessing literature. It aims to provide them with various
strategies for pre-lesson, during lesson, and post-lesson which will develop their learners’ higher order thinking
skills in the use of the English language and will respond to their various backgrounds. Also, they are expected to
design developmentally-sequenced lesson plans and provide a range of assessment strategies to communicate
learners’ needs, progress and achievement in literature.

Course Objectives: At the end of the term, the students are expected to:
1. adapt competency-based learning materials in teaching literature which respond to the various
linguistic, cultural, socioeconomic, and religious backgrounds of learners;
2. be familiar with a range of assessment strategies in teaching literature that address learners’ needs,
progress, and achievement which are consistent with the selected competencies;
3. craft a learning plan according to the English curricula that develops higher order thinking skills of
learners through the use of literary texts; and
4. conduct a teaching demonstration of a developmentally-sequenced learning process using innovative
teaching principles, skills, and strategies for teaching literature.
Course Content:

Topics Time Allotment


I. Preliminaries 2 hours
A. UA’s VMGO and Quality Policy
B. CTE Goals and Objectives
C. University Rules, Regulations, Policies
D. Course Content, Requirements and Grading Systems
E. Teacher’s & Students’ Expectations
F. Safety Measures
II. Overview on the Nature of Literature and its Genres 8 hours
A. Literature as Significant Human Experience
B. Purposes of Literature
C. Prose vs. Poetry vs. Drama
D. Fiction vs. Non-Fiction
E. A Survey of Authors
1. Filipino Authors
2. International Well-Known Authors
F. Literature Competencies in English K to 12 Curriculum
III. Teaching Literature – An Overview 12 hours
A. Value of Literature
B. Factors Affecting Interests in Literature
C. Choosing Books and Reading Materials
D. Models of Teaching Literature
1. Language Model
2. Cultural Model
3. Personal Growth Model
E. Approaches to Teaching Literature
1. Language-Based Approach
2. Paraphrastic Approach
3. Moral-Philosophical Approach
4. Stylistics Approach
F. Levels of Comprehension Questions
G. Assessment Strategies in Teaching Literature
IV. Teaching Poetry and Dramatic Poetry 14 hours
A. Review on the Genres of Poetry
B. Literary Devices
C. Fun Poetry
1. Riddles
2. Limericks
3. Haikus
D. Shape Poems
E. Comprehending Poetry
F. Strategies in Teaching Poetry
1. Reading Aloud
2. Choral Reading
3. Silent Reading
G. Literary Appreciation and Valuing in/of Poetry
H. Lesson Design in Teaching Poetry
I. Materials and Resources in Teaching Poetry
J. Assessment in Teaching Poetry
V. Teaching Prose and Dramatic Prose 15 hours
A. Review on the Genres of Prose
B. Comprehending Prose
C. Strategies in Teaching Prose
1. Silent Reading
2. Prose Performances
3. Dramatic Performance
D. Literary Appreciation and Valuing in/of Prose
E. Lesson Design in Teaching Prose
F. Materials and Resources in Teaching Prose
G. Assessment in Teaching Prose
Suggested References:

 (2012). The children’s hour: Stories on childhood. Diliman, Q.C.: University of the Philippines Press.
 Abelardo, V. (2013). Literature for today’s children. Manila: Philippine Graphic Arts.
 Coody, B. (2002). Using literature with young children. Dubuque, IA: W.C. Brown Publishers.
 Glazer, J. I. (2011). Literature for today’s children. New York: Macmillan.
 Lynch-Brown, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon.
 Profeta, L. M. (2008). Literature for Filipino children. Quezon City: Ken.
 Tomlinson, C. (2012). Essentials of children’s literature. Boston: Allyn and Bacon
 Technique in Teaching Literature - Journal Online
http://ejournal.iainmadura.ac.id/index.php/okara/article/download/419/405
 Today a Reader, Tomorrow a Leader: Strategies for Teaching ttps://busyteacher.org/6504-strategies-
teaching-literature-esl-classroom.html
 Teaching Literature in English at High School https://www.diva-
portal.org/smash/get/diva2:823887/FULLTEXT01.pdf
 https://www.diva-portal.org/smash/get/diva2:823887/FULLTEXT01.pdf
 Today a Reader, Tomorrow a Leader: Strategies for Teaching . https://busyteacher.org/6504-strategies-
teaching-literature-esl-classroom.html
 4 Strategies to Model Literary Analysis | Edutopia https://www.edutopia.org/article/4-strategies-model-
literary-analysis
 100+ Best Teaching Literature ideas https://www.pinterest.com/maryfiji/teaching-literature/
 Other online sources

Course Requirements:
Quizzes, Long Tests, Midterm/Final Examinations
Assignments
Regular Attendance
Class Participation ( Individual/Pair/Group)
Outputs:
 Compilation of Lesson Plan Exemplars Using Different Strategies for
Teaching Literature ( Group Work)
 Instructional Materials for the Teaching of Literature
 Written Outputs- Fun/ Shaped Poetry (Individual)
 Group Performance
Poetry Reading
 Poetry Interpretation
 Verse Choir
 Jazz Chant
Prose Performances
 Interpretative Dance
 Monologue
 Pantomime

Grading System:
Quizzes 15%
Long Test 15%
Midterm/Final Exam 35%
Output 20%
Class Participation/ Recitation15%
100%
Final Rating = Midterm Grade ( 50%) + Final Grade 50%

Other guidelines to follow for ease of compliance, submission, and retrieval of outputs

1. All individual outputs should be filed in one folder and submitted not later than two weeks after the
activity has been uploaded in the LMS and other alternative online mode.
2. Pair/Group outputs should be submitted not later than a week after the activity has been uploaded in the
LMS and other alternative online mode.
3. Demo Presentation will be scheduled on the date agreed upon by the class. Each member of the group
will take part in the demo. The pairs will have to record their presentation. Critiquing will be done by the
instructor and the class.
4. You will have to log- in in the FB group for your attendance every meeting if it is not possible to log- in in
the LMS.
FB Group Name: English 16- Teaching and Assessment of Literature Studies

Prepared by

Prof. Jeselyn O. Gambi


Assistant Professor 1

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